This article has as its main focus the contextual factors connected with teachers' teamwork. Firstly, it deals with the question of how to create reflections among teachers on the topic of teamwork. Their written answers function as empirical data for researchers and also as contributions to the further professional development of teamwork. Secondly, the authors discuss the content of teamwork in the sense of how teachers as a community might support the individual teacher's work with both adapted teaching and formative assessment.
References
1.
BjørnsrudH. (2005) Rom for aksjonslœring: Om tilpasset opplœring inkludering og lœreplanarbeid [Space of action learning: About adapted teaching, inclusion and curriculum work]. Oslo: Gyldendal.
2.
BjørnsrudH. (2009) Skoleutvikling: Tre reformer for en lœrende skole [School development: Three reforms for a learning school]. Oslo: Gyldendal.
3.
BlackP.HarrisonC.LeeC.MarshallB. & WiliamD. (2003) Assessment for Learning: Putting it into practice. Maidenhead: Open University Press.
4.
BlackP.HarrisonC.LeeC.MarshallB. & WiliamD. (2004) Working inside the Black Box, Phi Delta Kappan, 86(1), 8–21.
5.
BlackP. & WiliamD. (1998) Raising Standards through Classroom Assessment: Inside the black box. London: Phi Delta Kappan.
6.
BlackP. & WiliamD. (2006) Developing a Theory of Formative Assessment, in GardnerJ. (Ed.) Assessment and Learning. London: Sage.
ClarkeS. (2004) Formative Assessment in Action. London: Hodder Education.
9.
DahlT.KleweL. & SkovP. (2004) Norsk skole i utvikling men i ujevn takt [Norwegian schools in development but unevenly]. Copenhagen: Danish Educational University & SINTEF.
10.
DaughertyR. & EcclestoneK. (2006) Constructing Assessment for Learning in the UK Policy Environment, in GardnerJ. (Ed.) Assessment and Learning. London: Sage.
11.
EnghR. (2009) Nasjonale standarder og kjennetegn på måloppnåelse [National standards and assessment criteria], in DobsonS.EggenA. & SmithK. (Eds) Vurdering, prinsipper og praksis [Assessment, principles and practice]. Oslo: Gyldendal.
12.
EnghR. & HøihilderE.K. (2008) Elevvurdering på grunnskolens sjuende trinn i Vestfold [Pupil assessment in seventh grade in Vestfold County]. Tonsberg: Vestfold University College.
13.
GoodsonI.F. (1992) Studying Teachers' Lives: An emergent field of inquiry, in GoodsonI.F. (Ed.) Studying Teachers' Lives, pp. 1–17. London: Routledge.
JamesM. & PedderD. (2006) Professional Learning as a Condition for Assessment for Learning, in GardnerJ. (Ed.) Assessment and Learning. London: Sage.
19.
LittleJ.W. (1990) Teachers as Colleagues, in LiebermanA. (Ed.) Schools as Collaborative Cultures: Creating the future now. New York: Falmer Press.
20.
Ministry of Education (2006–2007) Kultur for lœring [Culture for learning]. Government White Paper No. 16. Oslo: Ministry of Education.
21.
Organisation for Economic Cooperation and Development (OECD) (2009) Creating Effective Teaching and Learning Environments: First results from TALIS. http://www.oecd.org/dataoecd/17/51/43023606.pdf
22.
PerrenoudP. (1991) Towards a Pragmatic Approach to Formative Evaluation, in WestonP. (Ed.) Assessment of Pupil Achievement, pp. 79–101. Amsterdam: Swets & Zeitlinger.
23.
SmithK. (2009) Samspillet mellom vurdering og motivasjon [Interaction between assessment and motivation], in DobsonS.EggenA. & SmithK. (Eds) Vurdering, prinsipper og praksis [Assessment, principles and practice]. Oslo: Gyldendal.
24.
State Auditor (2006) Riksrevisjonens undersøkelse om opplœringen i skolen [The State Auditor's study of schools' teaching and learning]. Oslo: Lobomedia.
25.
StenhouseL. (1975) An Introduction to Curriculum Research and Development. London: Heinemann.
26.
StobartG. (2008) Testing Times: The uses and abuses of assessment. Abingdon: Routledge.
27.
ThrondsenI.HopfenbeckT.DaleE.L. & LieS. (2009) Bedre vurdering for lœring: Evaluering av modeller for kjennetegn på måloppnåelse i fag [Improved assessment for learning: Evaluation of models for assessment criteria in subjects]. Oslo: Department of Teacher Education and School Research.
28.
TillerT. (2007) From Sparks to Learning Flame: Experiences from a Norwegian action research project, in FuruE. MoknesLundT. & TillerT., Action Research: A Nordic perspective. Kristiansand: Høyskoleforlaget.
29.
TorranceH. (2005) The Impact of Different Modes of Assessment on Achievement and Progress in the Learning and Skills Sector. London: Learning and Skills Research Centre.
30.
WengerE. (1998) Communities of Practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
